Transforming engagement: a case study of building intrinsic motivation in a child with autismhttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12137Transforming engagement: a case study of building intrinsic motivation in a child with autismJackie Dearden, Anne Emerson, Tom Lewis, Rebecca Papp2016-08-31T06:55:34.813516-05:00doi:10.1111/1467-8578.12137John Wiley & Sons, Inc.10.1111/1467-8578.12137http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12137Original Articlen/an/a

This longitudinal case study of a 10-year-old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.

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This longitudinal case study of a 10-year-old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.
Issue Information - TOChttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12111Issue Information - TOCJohn Perry2016-09-23T06:00:41.102054-05:00doi:10.1111/1467-8578.12111John Wiley & Sons, Inc.10.1111/1467-8578.12111http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12111Issue Information - TOC209209Editorialhttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12145EditorialGraham Hallett, Fiona Hallett2016-09-23T06:00:40.938981-05:00doi:10.1111/1467-8578.12145John Wiley & Sons, Inc.10.1111/1467-8578.12145http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12145Editorial210214Disability hate crime: persecuted for differencehttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12139Disability hate crime: persecuted for differenceSue Ralph, Carmel Capewell, Elizabeth Bonnett2016-08-31T06:55:32.150877-05:00doi:10.1111/1467-8578.12139John Wiley & Sons, Inc.10.1111/1467-8578.12139http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12139Disability Hate Crime215232

This article briefly discusses the long history of violence towards disabled people which sets the context for an analysis of the modern-day form of violence known as disability hate crime (DHC). People who look or behave differently to others often find themselves victims of violent crimes. The language used to describe disabled people contributes to their diminished position in society. A brief review of definitions of DHC and exploration of news media coverage of the Pilkington and Askew DHC cases are undertaken. Cultural scapegoating of disabled people is discussed. Disabled people are perceived as contributing to their own victimisation, the lack of support afforded to them by society and the failure of systems meant to protect them. As long as disabled people remain outside mainstream society, they are unlikely to achieve the same levels of respect and protection from crime that other groups in society are afforded.

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This article briefly discusses the long history of violence towards disabled people which sets the context for an analysis of the modern-day form of violence known as disability hate crime (DHC). People who look or behave differently to others often find themselves victims of violent crimes. The language used to describe disabled people contributes to their diminished position in society. A brief review of definitions of DHC and exploration of news media coverage of the Pilkington and Askew DHC cases are undertaken. Cultural scapegoating of disabled people is discussed. Disabled people are perceived as contributing to their own victimisation, the lack of support afforded to them by society and the failure of systems meant to protect them. As long as disabled people remain outside mainstream society, they are unlikely to achieve the same levels of respect and protection from crime that other groups in society are afforded.
Exploring elementary students’ perceptions of disabilities using children's literaturehttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12138Exploring elementary students’ perceptions of disabilities using children's literatureJulia Wilkins, Kathryn Howe, Maddie Seiloff, Shelly Rowan, Elizabeth Lilly2016-09-07T02:35:57.348129-05:00doi:10.1111/1467-8578.12138John Wiley & Sons, Inc.10.1111/1467-8578.12138http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12138Perceptions of Disability233249

The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third-grade and one fourth-grade class at three elementary schools. We video-recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read-aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.

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The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third-grade and one fourth-grade class at three elementary schools. We video-recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read-aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.
The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: a qualitative studyhttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12143The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: a qualitative studyAnna Cook, Jane Ogden, Naomi Winstone2016-09-23T06:00:42.05319-05:00doi:10.1111/1467-8578.12143John Wiley & Sons, Inc.10.1111/1467-8578.12143http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12143Autism and Bullying250271

This study aimed to explore experiences of learning, friendships and bullying of boys with autism attending specialist and mainstream schools, and those of their parents. Semi-structured interviews were conducted with 11 boys with autism, aged 11 to 17 years, and nine of their mothers. Thematic analysis identified four key themes relating to experiences of friendships and bullying, risk factors, protective factors and outcomes. Overall, the findings indicated that five of the 11 participants had been subjected to bullying, particularly those in mainstream schools (four out of six). Further, if risk factors relating to autism or the school culture were not mediated by protective factors such as self-esteem or supportive friends, various negative outcomes were identified as more likely, including mental health issues and effects on learning and relationships. Therefore, although not inevitable, mainstream settings may increase the likelihood of negative experiences, as they have fewer resources to protect children against the risk of bullying.

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This study aimed to explore experiences of learning, friendships and bullying of boys with autism attending specialist and mainstream schools, and those of their parents. Semi-structured interviews were conducted with 11 boys with autism, aged 11 to 17 years, and nine of their mothers. Thematic analysis identified four key themes relating to experiences of friendships and bullying, risk factors, protective factors and outcomes. Overall, the findings indicated that five of the 11 participants had been subjected to bullying, particularly those in mainstream schools (four out of six). Further, if risk factors relating to autism or the school culture were not mediated by protective factors such as self-esteem or supportive friends, various negative outcomes were identified as more likely, including mental health issues and effects on learning and relationships. Therefore, although not inevitable, mainstream settings may increase the likelihood of negative experiences, as they have fewer resources to protect children against the risk of bullying.
‘Why single me out?’ Peer mentoring, autism and inclusion in mainstream secondary schoolshttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12136‘Why single me out?’ Peer mentoring, autism and inclusion in mainstream secondary schoolsRyan Bradley2016-09-23T06:00:42.794729-05:00doi:10.1111/1467-8578.12136John Wiley & Sons, Inc.10.1111/1467-8578.12136http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12136Peer Mentoring272288

The past decade has seen an increase in the number of students with autism attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence-based practice. A new peer mentoring programme developed for students with autism in mainstream secondary schools was evaluated using a combination of quantitative and qualitative measures. Twelve students with autism and 36 students without autism participated in the programme across five schools in the south-east of England. Students with autism were assessed using the Harter Self-Esteem Questionnaire, Loneliness and Social Dissatisfaction Scale and the Anti-Bullying Alliance survey. Semi-structured interviews were conducted to record their views and experiences of the programme. Significant gains in self-esteem, social satisfaction and a reduction in bullying were seen over the course of the programme. These findings have wider implications for the ways in which educational approaches, strategies and interventions are developed and delivered in schools.

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The past decade has seen an increase in the number of students with autism attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence-based practice. A new peer mentoring programme developed for students with autism in mainstream secondary schools was evaluated using a combination of quantitative and qualitative measures. Twelve students with autism and 36 students without autism participated in the programme across five schools in the south-east of England. Students with autism were assessed using the Harter Self-Esteem Questionnaire, Loneliness and Social Dissatisfaction Scale and the Anti-Bullying Alliance survey. Semi-structured interviews were conducted to record their views and experiences of the programme. Significant gains in self-esteem, social satisfaction and a reduction in bullying were seen over the course of the programme. These findings have wider implications for the ways in which educational approaches, strategies and interventions are developed and delivered in schools.
A survey of augmentative and alternative communication used in an inner city special schoolhttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12142A survey of augmentative and alternative communication used in an inner city special schoolKatie Norburn, Abigail Levin, Sally Morgan, Celia Harding2016-09-23T06:00:41.621873-05:00doi:10.1111/1467-8578.12142John Wiley & Sons, Inc.10.1111/1467-8578.12142http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12142Augmentative and Alternative Communication289306

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.

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This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.
Points from the SENCo-Forum: Seeking inclusion within the SEND Code's guidancehttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12140Points from the SENCo-Forum: Seeking inclusion within the SEND Code's guidanceK. Wedell2016-09-23T06:00:43.092524-05:00doi:10.1111/1467-8578.12140John Wiley & Sons, Inc.10.1111/1467-8578.12140http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12140Points from the SENCo-Forum307310Politics Pagehttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12141Politics PageJohn Perry2016-09-23T06:00:41.149837-05:00doi:10.1111/1467-8578.12141John Wiley & Sons, Inc.10.1111/1467-8578.12141http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12141Politics Page311317Extended book reviewshttp://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12144Extended book reviewsJason Keddy, Linda Lyn Cook2016-09-23T06:00:41.939833-05:00doi:10.1111/1467-8578.12144John Wiley & Sons, Inc.10.1111/1467-8578.12144http://onlinelibrary.wiley.com/resolve/doi?DOI=10.1111%2F1467-8578.12144Extended Book Reviews318323